英语人教版六年级下册last weekend read and write.docx

Last weekend Read and write教学设计一．教学目标1. 能通过读前活动激活相关背景知识和话题词汇2. 能读懂宾馆反馈意见，并在其中寻找出关键信息3. 能根据示范意见书及语言提示填出所缺信息，补全反馈意见的邮件，并尝试做进一步问题解决的书面描述二、教学重难点重点：能读懂宾馆反馈意见并正确寻找出关键信息难点：能利用关键信息尝试复述意见中主要存在的问题，并尝试提出解决方法三、教学辅助多媒体课件、学生阅读练习材料、课文电子书视频文件四、教学流程五、教学过程I. Pre-reading1. Warm-up: Enjoy a song<>T shows some pictures,问答：What did she\he do?【设计意图】通过图片，激活学生关于动词过去式和一般现在时的,在课堂开始之前强化学生对过去时形式的记忆2. Free talkHow was your last weekend?What did you do?【设计意图】通过课前自由交谈，在跟学生拉近距离的同时，激活有关本单元主话题知识：last weekend activities.3. Lead-inT shows the picture of Mrs Broom. Introduce the details about the possible difficult points: housekeeper, hotel.Talk about what a housekeeper can do and what Mrs Broom did yesterday, compare the verb phrases again. Ask Ss to circle out the answers of the background question:【设计意图】通过谈论课文中出现的串线人物Mrs Broom的职业，对比能做的事和已经做了的事，帮助学生先完成读前的背景知识问题，同时巧妙引出难点comments的介绍。

4. Introduce the commentsT shows the normal hotel comments card. Introduce the general form of it.【设计意图】通过观看一般的宾馆意见表的形式，了解课文整体的文本体裁形式，先获得整体的阅读概念II. While-reading1. First readingHave Ss listen to the tape of the comments. Try to answer two questions:Q1: Who wrote the comments?Q2: Why did Mrs Broom feel sorry?Ss answer the two questions and read the survey part of the comments. Have Ss circle out the Wu family’s choice:【设计意图】通过Mrs Broom的感受，巧妙引出问题：她读了意见表为什么会难过？让学生带着问题进行文本的第一次整体感知通过听音的方式，让学生在听力练习中去理解文章大意，然后通过小调查的复核，确认学生是否获得了语篇的中心意思。

2. Second readinga. Read and underline the sentences which described the three pictures on P19.T: Wu Yifan circled “bad”. How bad it was? Look at the pictures, what do you know from them? Can you read and underline the sentences match to them?Ss underline the sentences and check the answers together. Focus on the sentence pattern: … but … Have Ss try to use it to make some new sentences.【设计意图】通过承接上面的词眼“bad”，引导学生默读课文，画出描述19页3副图片的句子来读一读，即让学生带着任务来查找关键信息在读之前，先让学生尝试着说一说，培养学生的口头语篇表达能力，为快速查找先搭一步桥然后在全班的核对答案中，引导学生关注 … but … 的这一语言表达形式在表示“抱怨”这一功能时的运用。

启发学生运用句型尝试说出自己住酒店的不好经验，最后通过提供的图片帮助学生更好地表达b. Circle all the verbs in the letter and complete the table.T focus Ss’ attention on the tense of the comments. Have Ss circle and write:【设计意图】通过点名文体“comments”的特征主要是表达已经发生过的事情，需要用到过去时这一语言形式，来引导学生关注文中的动词通过现在时和过去时两种时态的对比，使学生对语言形式的变化更加清晰直观3. Third readingT: How did Wu yifan feel when he wrote the comments?Can you act Wu Yifan to read the comments?Have Ss follow the tape to read the text aloud sentence by sentence. Then ask Ss form groups of four to practice it. T chooses one group to demonstrate it.【设计意图】通过先体会人物的情感来引导学生朗读课文应有的感情色彩、语气等思考，接着进行听力原文的跟读模仿，再进行四人小组合作，互相听评音、纠音等，使阅读课上的朗读指导落到实处，学生真正获得朗读能力的发展。

III. Post-reading1. Retell the main problemsT: Did Mrs Broom understand why the Wu family were not happy? What are the main problems?Lead Ss to say the answers while T writes down the key words on blackboard:　　　　room was big　　　　　　　everything was old　　　　wanted to read　　　　　　　lamp was too small　　　　got hamburgers　　 but 　　were cold and tasted bad　　　　wanted to watch TV　　　　　didn’t work　　　　wanted to sleep　　　　　　room was noisy【设计意图】通过板书的形式再次让学生对语篇整体内容加深印象对语言形式 … but … 的运用更加清楚2. Rewrite the comments by given informationHave Ss help Mrs Broom to finish the letter on P19. Check the answers together.【设计意图】通过课文提供的练习，让学生完成反馈意见表的邮件。

在此过程中，再次引导学生读一段重构的文本，并在原文中提取信息进行补充，既训练了学生的摘抄写能力，又达成了意义目的上的完整3. HomeworkAsk Ss to write an email back to Wu Yifan and his family.T designs two grades of the exercise. One is easier with more given information, one is more difficult with more requirements.Easier:more difficult:【设计意图】通过模仿经理给Wu Yifan写道歉信的方式，引发学生对后续处理问题的思考，激发他们的想象力，锻炼写作能力同时分层作业给予不同学生不同发展空间，促进全体学生的提高六、板书设计。